This dataset tracks annual graduation rate from 2012 to 2022 for Boys And Girls High School vs. New York and New York City Geographic District #16 School District

This dataset tracks annual white student percentage from 2011 to 2012 for Girls & Boys Prep Academy Middle School vs. Texas and Girls & Boys Preparatory Academy School District

This dataset tracks annual math proficiency from 2012 to 2022 for Educational Academy For Boys & Girls vs. Ohio and Educational Academy For Boys & Girls School District

This dataset tracks annual reading and language arts proficiency from 2012 to 2022 for Educational Academy For Boys & Girls School District vs. Ohio

This dataset tracks annual math proficiency from 2012 to 2023 for Educational Academy For Boys & Girls School District vs. Ohio

This dataset captures the minimum age at which boys and girls can legally marry. It also identifies whether exceptions can be made to minimum age laws. The database is coded for girls and for boys separately, so it is possible to analyze gender. Scope: For the minimum age and minimum age with parental consent variables, longitudinal data is available for every year between 1995 and 2012 for the 121 countries that have been surveyed by either the Demographic and Health Surveys (DHS) or the Multiple Indicator Cluster Surveys (MICS) at least once between those dates. Variables on other exceptions to minimum age of marriage are not available for the years 1995 to 1998.

This dataset provides detailed information on the number of public schools, their classes, students, and teachers in Qatar, categorized by the level of education and type of school (e.g., Boys, Girls, or Mixed). The dataset spans from 2012 to 2023 and includes data on the number of teachers, students, and classes in each school, as well as the total number of schools. It supports the analysis of educational trends across different levels of education (Pre-primary, Primary, Preparatory, and Specialized Preparatory) and school types. This dataset is valuable for understanding the distribution of resources and the scale of education across various sectors in Qatar.

Historical Dataset of Boys & Girls Home-columbus is provided by PublicSchoolReview and contain statistics on metrics:Total Classroom Teachers Trends Over Years (2008-2011)

This third volume of PISA 2012 results explores students’ engagement with and at school, their drive and motivation to succeed, and the beliefs they hold about themselves as mathematics learners. The volume identifies the students who are at particular risk of having low levels of engagement in, and holding negative dispositions towards, school in general and mathematics in particular, and how engagement, drive, motivation and self-beliefs are related to mathematics performance. The volume identifies the roles schools can play in shaping the well-being of students and the role parents can play in promoting their children’s engagement with and dispositions towards learning. Changes in students’ engagement, drive, motivation and self-beliefs between 2003 and 2012, and how those dispositions have changed during the period among particular subgroups of students, notably socio-economically advantaged and disadvantaged students, boys and girls, and students at different levels of mathematics proficiency, are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.

Historical Dataset of Girls & Boys Prep Academy Middle School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2009-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2023),Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2011-2012),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2009-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2009-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2015),Math Proficiency Comparison Over Years (2010-2015),Overall School Rank Trends Over Years (2010-2015)

Millennium Challenge Corporation hired Mathematica Policy Research to conduct an independent evaluation of the BRIGHT II program. The three main research questions of interest are: • What was the impact of the program on school enrollment, attendance, and retention? • What was the impact of the program on test scores? • Are the impacts different for girls than for boys? Mathematica will compare data collected from the 132 communities served by BRIGHT II (the "treatment group") with that collected from the 161 communities that applied but were not selected for the program (the "comparison group"). Using a statistical technique called regression discontinuity, Mathematica will compare the outcomes of the treatment villages just above the cutoff point to the outcomes of the comparison villages just below the cutoff point. If the intervention had an impact, we will observe a "jump" in outcomes at the point of discontinuity. Mathematica will perform additional analyses to estimate the overall merit of the BRIGHT investment. By conducting a cost-benefit analysis and a cost-effectiveness analysis and calculating the economic rate of return, Mathematica will be able to answer questions related to the sustainability of the program, and compare the program to interventions and social investments in other sectors. The household survey is designed to capture household-level data rather than community-level data; however, questions have been included to measure head-of-household expectations of educational attainment. These questions ask the head of household what grade level he hopes each child will attain; and what grade level he thinks the child will be capable of achieving in reality.

This dataset presents the total number of sport enthusiasts, according to different sport activites for the year 2012. Also the figures of men and woman, boys and girls how are active in different sports is presented. The data is also provided in english, on the following address: https://www.spordiregister.ee/en/statistika?module=har&submit=query&aasta=2012&sorteeri=1&param=org&maakond_id=&kov_id= https://www.spordiregister.ee/en/statistika?module=har

Since 1971, a national drug habit survey has been conducted among Swedish ninth graders. From 2004, annual survey are also being conducted among students in the second year of high school.

The Swedish Council for Information on Alcohol and Other Drugs (CAN) are responsible for the annual survey since 1986. CAN is a non-governmental organization and their main tasks are to follow the drug trends in Sweden and to inform the public and educate professionals on alcohol and other drugs.

The results from the survey are published in a report called “Skolelevers drogvanor” (Alcohol and Drug Use Among Students). CAN also conduct regional and local school surveys upon requests from municipalities and regions.

Purpose:

The aim of the study is primarily to describe the development of drug habits and to study the differences between various groups.

One of two surveys in 2012 was answered by 3,355 students in Upper Secondary School, year 2 (1,664 boys and 1,691 girls), which represented a response rate of 80 % in total. Data from this years survey is electronically accessible.

Section 7

Survey instruments:

Section 9

Survey instruments:

Section 8

Survey instrument:

Section 14

Survey instrument:

Section 15

Survey instrument:

Section 16

Survey instrument:

Section 4

Survey instruments:

Section 6

Survey instrument:

Section 3

Survey instruments:

Section 2

Description and codebook for subset of harmonized variables:

Section 13

Survey instrument:

Documentation

Full Project Name: Impact of Female Leadership on Aspirations and Educational Attainment for Teenage Girls in India

Unique ID: 498

PIs: Lori Beaman, Esther Duflo, Rohini Pande, Petia Topalova

Location: Birbhum District, West Bengal, India

Sample: 495 villages

Timeline: 2006 to 2007

Target Group: Parents Men and boys Rural population Women and girls Youth

Outcome of Interest: Discrimination Enrollment and attendance Women’s/girls’ decision-making Self-esteem/self-efficacy Aspirations Gender attitudes and norms

Associated publications: http://science.sciencemag.org/content/335/6068/582

More information: https://www.povertyactionlab.org/evaluation/impact-female-leadership-aspirations-and-educational-attainment-teenage-girls-india

Dataverse: Lori Beaman; Raghabendra Chattopadhyay; Esther Duflo; Rohini Pande; Petia Topalova, 2012, “Powerful women and aspirations in India”, https://doi.org/10.7910/DVN/O3UKFO, Harvard Dataverse, V3.

Section 5

Survey instrument:

Section 10

Survey instrument:

Section 17

This dataset was created on 2021-10-06 20:34:42.626 by merging multiple datasets together. The source datasets for this version were:

Powerful Women in India Adult Survey: Adult survey data, excluding section F5 on education; Only one round of data collection

Powerful Women in India Adult Education: Adult survey data from section F5 on education; Only one round of data collection

Powerful Women in India:

Powerful Women in India Facilities Anganwadi: Data collected from facilities survey on school facility quality only from the Anganwadi section

Powerful Women in India Facilities Math Test: Data collected from facilities survey on school facility quality only from the Math Test section

Powerful Women in India Facilities School Details: Data collected from facilities survey on school facility quality only from the School Details section

Powerful Women in India Household Roster: Data collected from household survey section A1 - household roster

Section 11

Survey instrument:

Section 12

This dataset was created on 2021-10-06 18:52:27.489 by merging multiple datasets together. The source datasets for this version were:

Powerful Women in India Facilities Survey: Data collected from facilities survey on school facility quality, excluding the following sections: -Anganwadi -Math test -Reading test -School Details

Powerful Women in India Facilities Reading Test: Data collected from facilities survey on school facility quality only from the Reading Test section

Powerful Women in India Household Survey: Data collected from household survey, excluding section A1

Powerful Women in India Participatory Resource Appraisal: Data from the assessment of village resources through a participatory resource appraisal exercise

Powerful Women in India Pradhan Survey: Data from current and previous Pradhans and their spouses about economic condition and political activities

Powerful Women in India Pradhan Seats Reserved for Women: Data at community/village level regarding current and previous Pradhan seats

Powerful Women in India Teenager Survey: Data from teenagers interviewed (children aged 11-16 years)

Historical Dataset of Boys & Girls Home-kearney is provided by PublicSchoolReview and contain statistics on metrics:Total Classroom Teachers Trends Over Years (2008-2011)

This dataset presents the footprint of the percentage of girls who were fully immunised against human papillomavirus (HPV). The data spans the financial years 2012-2016 and is aggregated to 2015 Department of Health Primary Health Network (PHN) areas, based on the 2011 Australian Statistical Geography Standard (ASGS). HPV is a common sexually transmitted infection. It is estimated that more than four out of five people will have an HPV infection at some point in their lives. Although often asymptomatic, HPV infection can cause a wide range of cancers, including cervical cancer, and other conditions such as genital warts. The Australian Government introduced the school-based National HPV Vaccination Program in 2007 for adolescent girls, and extended it to include boys in January 2013. The data were sourced from the National HPV Vaccination Program Register (HPV Register), which is operated by the Victorian Cytology Service. The HPV Register records information about HPV vaccine doses administered under the National HPV Vaccination Program in Australia. The data reported are for girls and boys aged 15 who had received three doses of HPV vaccine by 30 June 2016 (as at 12 August 2017). The Australian Bureau of Statistics (ABS) Estimated Resident Population (ERP) for females and males aged 13 at 30 June 2014 was used for the denominator, as this reflects the eligible population at the time most vaccinations were administered. For further information about this dataset, visit the data source:Australian Institute of Health and Welfare - HPV immunisation rates in 2015-16 Data Tables. Please note: AURIN has spatially enabled the original data using the Department of Health - PHN Areas.

The data collection started in 2012 when students in grade 8 answered a questionnaire. The students were followed up after 3 months and after 12 months. Additional data collections are planned when the students are in high school.

The study was performed in grade 8 (students aged 13–15 years, median 14 years) in six municipalities in southern Sweden representing rural and urban areas with a total population of 120 000. There were 23 schools with grade 8 students in the included municipalities, and at 14 schools, a mental health program (the DISA program) was offered in the regular school context. At nine schools, the program was offered to girls only; at two schools, it was offered to girls and boys in separate groups; and at three schools, the program was offered in mixed groups.

The intervention had been delivered at the intervention schools for 2 years on average, with a range of 1–13 years. Three of the control schools had conducted the intervention before but did not do so during the study period. The reasons for this were staff turnover in two schools and priority of the curricular subject in the third school. Schools without this mental health program in their curriculum were recruited as control schools. At 17 of the schools, all students in grade 8 answered the study questionnaires, but at six schools, only girls participating in the mental health program completed the questionnaires due to school administration reasons, and two schools declined to participate. The gender inequity in the intervention and control groups is thus due to that the mental health program is offered to more girls than boys. The questionnaires were completed by 972 students at baseline.

Two data collections were conducted in grade 8, with a response rate of 75%. The questionnaires were completed by 972 students at baseline. At the 12-month follow-up, when students were in grade 9, the response rate was 80%. Further data collection took place during the students' highschool years.

Historical Dataset of Educational Academy For Boys & Girls is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2008-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2023),Asian Student Percentage Comparison Over Years (2022-2023),Hispanic Student Percentage Comparison Over Years (2013-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2011-2023),Two or More Races Student Percentage Comparison Over Years (2011-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2011-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2009-2013),Reading and Language Arts Proficiency Comparison Over Years (2012-2022),Math Proficiency Comparison Over Years (2012-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2022)

BackgroundResearch has shown increased mental health problems and use of prescription drugs among adolescents in recent years and social media use has been linked to poorer mental health. However, trend studies concerning these topics are scarce. The purpose of this study was to analyze gender-specific trends in a) symptoms of depression and loneliness, and b) prescription of antidepressants, hypnotics and sedatives, in relation to the emergence of social media among adolescents in Norway.MethodsThis is an ecological study using data from the ‘Young in Oslo’ surveys from 1996 to 2021. The surveys included approximately 110 000 students, 14–17 years of age, and yielded a response rate varying from 95% in 1996 to 64% in 2021. A self-report questionnaire was used to collect information on symptoms of depression and loneliness. Information on antidepressant and sleep medication prescription was retrieved from the Norwegian Prescription Database for the age group 15 to 19 years. A graphical approach and logistic regression models were used to examine gender-specific time-trends between 1996 to 2021.ResultsWe found a doubling in self-reported symptoms of depression and loneliness among girls between 1996 and 2021, with the steepest increase in the period from 2006 to 2012, when Facebook and other social media were introduced. A similar trend was observed in the prescription of antidepressants among girls, with the steepest increase between 2011 and 2013. Among both boys and girls, ‘worried too much about things’ and ‘had sleep problems’ were the two symptoms with the greatest changes.ConclusionA significant upward trend in self-reported depressive symptoms and medication use was observed over the past 25 years, with variations in the rate of increase, including a steeper trajectory during certain periods immediately after the introduction of social media platforms in Norway.

This dataset tracks annual total classroom teachers amount from 2008 to 2011 for Boys & Girls Home-columbus